1. Have the beam projector ready to show the video about 'fables' suggested in the MED section and download the file for the second activity to make copies for students.

2. Students have explored fables in the previous session and now, with this video, they are going to review the basic elements in a fable and work with one so ask them to take notes. Students can read along since the text is shown on the screen.

3. Start by asking students what the difference is between a 'fable' and a 'fairy tale' and trigger their imagination by giving examples such as 'The Fox and the Grapes' vs. 'Cinderella.'

4. Play the video and make pauses for comments if you consider it is necessary.

5. Discuss with students the questions,

• “Are the characters similar to the people in your life?
• How can you use what you’ve learned?

6. Go over the concept of fable, type of characters, and moral mentioned in the video.
7. Continue with the video and now the fable to watch is  “Belling the Cat”  but before you play it, ask students if they have ever read it. They will surely ask what 'bell' or 'belling' is so ask students if they have hung a little bell on their pet's neck and why. Do not pause the video.

8. Ask comprehension questions for discussion and make sure students can organize their ideas in a sequence.

• What did the mice want to do with the cat?
• Why do they want to bell the cat?
• Are cats and mice friends?
• Who got the idea of belling the cat, a Young mouse, or an old mouse?

9. Ask for volunteers to retell the fable and have the rest of the class make suggestions, and gentle correction in case they make mistakes.

10. As a class, ask students what the moral is. Give students time to organize their ideas and help with vocabulary. 

11. Students have worked with these sessions and most of the fables were written by  Aesop. You may add some information about who he was, just as a reference not to lecture.

12. Distribute the worksheet and draw students’ attention towards the group of words to work with at the bottom of the page.

13. Ask students to identify what those are and elicit ‘characters in fables’.

14. Ask students to search the words and check answers as a class.

15. Review which of these characters students have read about and if they remember the title of the fables.

16. Invite students to work in pairs and talk about these animals, where they live, what they eat, etc.

1. Have the beam projector ready to show interactive activity about a fable suggested in the MED section, and download the file of the second activity to make copies for students.

2. Pre-teach some vocabulary, 'tortoise'  (an animal with a thick, hard shell that it can move its head and legs into for protection. It eats plants, moves very slowly, and sleeps during the winter. OXFORD DICTIONARY)  and 'hare' (an animal like a large rabbit that can run very fast and has long ears)

3. This is a very well-known fable students surely know. Ask them what similarities and differences they find between these two animals.

4. Project exercise 1 and ask students to match the animal to its name and talk about the characters in fables.

5. There’s a link to the video of the fable “The tortoise and the Hare” for students to watch. You may want to work on the multiple-choice exercise on comprehension since it is probable that students know this fable, a very popular one that even in Spanish classes is used. Then, play the video for confirmation.

6. Work on exercise C, a very good chart for students to focus on the characters and check answers with the class. Ask students to copy that chart into their notebooks and recommend its use when they need to work with another fable so they organize the information in a similar way.

7. Continue with exercise D, read the paragraphs and make a pause for students to complete the sentences.

8. Exercise E is a fable to complete so choose students at random to come to the front and type the missing words while the class confirms, corrects, or gives other options.

9. Ask pairs of students to come to the front and retell the fable by using the facts they remember as complete as possible which means good sentence structure, not necessarily long sentences.

10.Distribute the worksheet and ask students to describe the picture.

11. Elicit feelings, emotions, scenery, animals, etc. and ask students what the name of the fable is.

12. Tell students the fable and ask them to raise their hands where they think this picture goes. Then, ask students to justify their answers and for the ones who didn't raise their hand at all, read the fable again.

13. Invite students to confirm what happens before the picture, and what happens after the picture.

14. Ask students to write down those sentences on top of the picture and at the bottom of the page and help with grammar and vocabulary as needed.

15. Tell students to color the page and in pairs retell the fable.